McDougal Littell Literature - · Web viewELA Standard Topics. Each standard in the English Language Arts has a ... a coherent flow to literacy instruction throughout the year

Striving toward greater focus and coherence throughContent Standards and Practice Standards

Sixth GradeEnglish Language Arts Curriculum Map

Waterloo School District

Waterloo Community Unit School District

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ELA Standard Topics

Each standard in the English Language Arts has a consistent focus, or anchor, across

grades. Although the standards describe increasingly sophisticated skills as children progress

through the school years, the primary topic of each standard is the same in each grade. The

following charts outline the focus for each standard in the area of Reading, Writing,

Speaking/Listening, and Language.

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Reading StandardsLiterature Informational Text Foundational Skills

Key Ideas and Details

RL.1 Ask and Answer Questions

RI.1 Ask and Answer Questions Print Concepts Recognition

RF.1 Concepts about Print (K-1)

RL.2 Retell Stories RI.2 Main Topic/Idea and Key Details

Phonological Awareness

RF.2 Spoken words, syllables, and sounds (K-1)

RL.3 Story Elements RI.3 Connections and Relationships in Information Text

Phonics and Word Recognition

RF.3 Decoding Words/Phonics(K-5)

Craft and Structure

RL.4 Word Meaning within Text

RI.4 Word Meaning within Text Fluency RF.4 Accuracy and fluency to support comprehension(K-5)

RL.5 Text Structure RI.5 Text Features and Structures

RL.6 Point of View RI.6 Author/Illustrator Purpose and Point of View

Integration of Knowledge and Ideas

RL.7 Visuals and Text RI.7 Visuals Support Comprehension

RL.8 N/A RI.8 Author’s Supporting Points

RL.9 Compare and Contrast RI.9 Compare and Contrast

Range and Reading and Level of Text Complexity

RL.10 Text Complexity RI.10 Text Complexity

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Writing StandardsText Types and Purposes W.1 Opinion/Argument

W.2 Informative/ExplanatoryW.3 Narrative

Production and Distribution of Writing W.4 Production (Begins in Grade 3)W.5 Plan/Revise/EditW.6 Technology Integration

Research to Build and Present Knowledge W.7 ResearchW.8 Determine Importance and Organize InformationW.9 Draw Evidence from Literary or Informational Text (Begins in Grade 4)

Range of Writing W.10 Write Routinely over Varied Time Frames (Begins in Grade 3)

Speaking and Listening StandardsComprehension and Collaboration SL.1 Conversation

SL.2 Listening ComprehensionSL.3 Listen and Respond

Production and Distribution of Writing SL.4 Oral ExpressionSL.5 Multimedia PresentationSL.6 Adapting Oral Communication

Language StandardsConventions of Standard English L.1 Grammar Usage

L.2 Capitalization, Punctuation, and SpellingL.3 Conventions of Language

Knowledge of Language L.4 Word MeaningsVocabulary Acquisition and Use L.5 Word Relationships and Nuances

L.6 Vocabulary Development

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Sixth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview

Unit of StudyTextbook

Alignment Standards

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RL:

RI:

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7RL:

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Sixth GradeInstruction and Assessment Schedule

2013-2014

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of

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End ofYear

InstructionalContent

Unit ofStudy

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Unit ofStudy

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Unit ofStudy

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Unit ofStudy

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Unit ofStudy

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Unit ofStudy

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Unit ofStudy

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Unit ofStudy

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Assessment

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Sixth Grade English Language Arts Curriculum Map - Overview

Unit of Study The literacy content is sequenced in Units of Study that will take approximately 4-5 weeks each to teach.The sequence of Units of Study provides a coherent flow to literacy instruction throughout the year.The primary textbook adopted in Waterloo School District for Grades 6-8.

Teacher’sResources and Notes

Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit ofStudy.

AdditionalResources

Assessment

There are many formative and summative assessment options:

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Unit of Study 1 Sixth Grade Quarter 1 Approx. days

Reading LiteratureContent Objectives

Vocabulary Textbook Alignment

Additional Resources

Standards:RL. 6.2, RL. 6.3, RL.6.4, RL.6.6, RL.6.7

I can:RL.6.2: I can understand the theme of a text I can define and understand the central idea

of a text. I can identify supporting details of the main

idea or theme of a text. I can summarize a text based on facts I can analyze supporting details used to

determine theme or central idea. I can distinguish between textual facts and opinions. I can formulate a summary based on facts

from the text.

RL.6.3: I can identify a series of episodes (e.g., rising

action, etc.) within a specific story or drama. I can identify character types and traits. I can explain how character(s) respond or

change over the course of the story or drama..

RL.6.4: I can identify tone in text I can identify words and phrases including:

figurative and connotative meanings I can analyze the impact of word choice on

meaning. I can analyze the impact of word choice on

tone. I can interpret the meaning of words and

phrases including connotative meanings & figurative meanings as they are used in a text.

Academic Vocabulary:

Reading Strategies Predicting Confirming Clarifying Questioning Summarizing

Genre/Subgenre Fiction

o Realistic Fictiono Historical Fictiono Science Fictiono Fantasy

Nonfictiono Informational Writingo Persuasive Writingo Biographyo Autobiography

Dramao Comedyo Tragedy

Poetryo Haikuo Limericko Narrative

Folkloreo Fairy Taleo Legendo Tall Taleo Mytho Fable

McDougal Littell Literature

I. Literary Genre Workshop Reading Literature (pp. 4-11)II. Unit 1

A. What Makes a Good Story? (pp. 24-29)

B. “The School Play” (pp. 30-39)

a. Informational Text – “The Donner Party” (pp.14-24)

b. “The Donner Pass” Reader’s Theater

C. “All Summer in a Day” (pp. 62-71)

D. “Tuesday of the Other June” (pp.204-220)

E. Gary Paulsen Author Studya. “from Woodsong (pp.

110-120)F. “Dog of Pompeii”

III. Hatchet (Novel)

Annotation Framework

Add Edmodo Response and Citations

Interactive Reader Workbook

Edmodo Response

Characterization PPt

“A Cry in the Wild” (movie)

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I Can:

RL.6.6: I can describe the author’s point of view. I can define the author’s position. I can describe the author’s purpose. I can contrast the position of the author to

other positions mentioned or implied in the text.

I can analyze how the author distinguishes his or her position from that of others

RL.6.7: I can compare and contrast the reading of a

story, drama or poem to listening to or viewing an audio, video or live version of the text.


Story Elements Setting Characters/Characterization Exposition Conflict Rising Action Climax Falling Action Resolution

TopicThemeForeshadowingFlashbackPoint of ViewToneMood

Section Vocabulary:

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WritingContent Objectives

Vocabulary Resources

Standards:

I Can:


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Language Content Objectives Vocabulary


Standards:

I Can:


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Speaking and ListeningContent Objectives



Standards:

I can:


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Assessment Options:

Notes:

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Vocabulary Literature Alignment


Standards:RL.6.1, RL. 6.2, RL. 6.3, RL.6.4, RL. 6.5, RL.6.6, RL.6.7, RL. 6.9

I can:RL. 6. 1: Define cite Find textual evidence for support Make inferences

RL.6.2: I can understand the theme of a text I can define and understand the central idea



determine theme or central idea. I can distinguish between textual facts and opinions. I can formulate a summary based on facts from

the text.








phrases including connotative meanings &


Reading Strategies (Reciprocal Teaching)

Predicting Confirming Clarifying Questioning Summarizing

Figurative LanguageDenotationConnotationStory Elements

Setting Characters/Characterization Exposition Conflict Rising Action Climax Falling Action Resolution


Walk Two Moons (Novel)

Six chapter clustersUse of reciprocal teaching to practice reading strategies.

Pose question that elicit elaboration and respond to other’s questions and comments.

Analyze theme development over the course of the text.

Contrast the point of view of different characters.

Analyze interaction between individuals and events to form inferences and provide supporting textual evidence.

Analyze the impact of a specific word choice on meaning and tone.

Interpret the meaning of words and phrases as used in the context of the story.

Audio CD

Native American vs. Indian informational text

“In Whose Honor” Documentary (newday.com/films/inwhosehonor.html)

Poetry

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I Can:



I can analyze how the author distinguishes his or her position from that of others




Section Vocabulary:Will add vocabulary later.

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Reading InformationalContent Objectives



Standards:RI.6.1, RI.6.7, RI.6.8, RI.6.9

I Can:

RI.6.1: Define cite Find evidence for support Make inferences

RI.6.7: I can define integrate, use pictures, charts, text,

etc. to explain a topic or issue

RI.6.8 : I can trace and evaluate the argument and

specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI.6.9: Define compare and contrast Explain the similarities and differences

between two written works on the same topic


DocumentaryEvidenceSupportClaimsCompareContrast

Proposition and support articles in Standards Lesson File Reading and Informational Texts (supports our textbook) pp. 221-225

Compare Treatment, Organization, and Scope Standards Lesson File Reading and Informational Texts (supports our textbook) pp. 259-266

See Helen Keller and Anne Sullivan

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Standards:

I Can:


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Standards:

I can:


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Standards:RI.6.1, RI. 6.2, RI. 6.3, RI.6.4, RI. 6.5, RI.6.6, RI.6.7, RI. 6.10

I can:RI. 6. 1: Define cite Find textual evidence for support

RI. 6.2: Determine central idea Support theme with details Write an unbiased summary

RI.6.3: Explain how people, ideas, and situations are

developed throughout a text.

RI.6.4: Define figurative language Define connotative meaning Define technical vocabulary Determine the meaning of a word

RI.6.5: Explain how a part of a text helps to develop

the ideas

RI.6.6: Determine an author’s point of view or

purpose Explain how the author conveys his point of

view or purpose


Reciprocal TeachingNonfiction

Informational Writing Persuasive Writing Biography Autobiography

Text Structure Chronological Sequence Cause/Effect Problem/Solution Compare/Contrast Description

Point of ViewCentral Idea/Main IdeaTextual Evidence/SupportUnbiased SummaryTechnical vocabularyFigurative Language

Simile Metaphor Onomatopoeia Personification Hyperbole Alliteration Imagery Symbolism

Poetry

Nonfiction textbook selections Excerpt from “The Story of My Life” by Helen Keller pp. 787-792

Readers Theater “Miracle Worker”

Poetry unit in textbook (Elements of Poetry packet)

Annotated text selections

The Miracle Worker (movie)

Articles (Washington Post, Chicago Tribune, Scholastic)

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I Can:

RI.6.7: Define integrate Use pictures, charts, text, etc. to explain a

topic or issue

RI.6.10: By the end of the year, read and comprehend

literary nonfiction in the grades 6–8 text complexity band* proficiently, with scaffolding as needed at the high end of the range.


Section Vocabulary:

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Standards:

I Can:


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Standards:

I Can:


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Standards:

I can:


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Vocabulary Literature Alignment


Standards:RL.6.1, RL. 6.2, RL. 6.3, RL.6.4, RL. 6.5, RL.6.6, RL.6.7, RL. 6.9

I can:RL. 6. 1: Define cite Find textual evidence for support Make inferences

RL.6.2: I can understand the theme of a text I can define and understand the central idea



determine theme or central idea. I can distinguish between textual facts and opinions. I can formulate a summary based on facts from

the text.









Reading Strategies (Reciprocal Teaching)

Predicting Confirming Clarifying Questioning Summarizing

Figurative LanguageDenotationConnotationStory Elements

Setting Characters/Characterization Exposition Conflict Rising Action Climax Falling Action Resolution


Crispin: The Cross of Lead (Novel)

Use of reciprocal teaching to practice reading strategies.

Pose question that elicit elaboration and respond to other’s questions and comments.

Analyze theme development over the course of the text.

Contrast the point of view of different characters.

Analyze interaction between individuals and events to form inferences and provide supporting textual evidence.

Analyze the impact of a specific word choice on meaning and tone.

Interpret the meaning of words and phrases as used in the context of the story.

Audio CD

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I Can:

RL.6.5: Define theme Define setting Define plot Explain how a particular part of a literary piece

moves the story along Explain how a particular part of a literary piece

develops the theme



I can analyze how the author distinguishes hisor her position from that of others



RL.6.9: Define genre Explain the similarities and differences between

multiple genres with similar themes and topics.


Section Vocabulary:

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Standards:

I Can:


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Standards:

I Can:


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Standards:

I can:


Documents

McDougal Littell Literature - · Web viewELA Standard Topics. Each standard in the English Language Arts has a ... a coherent flow to literacy instruction throughout the year